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Cage, George C. – ProQuest LLC, 2021
The purpose of this study was to investigate the Next Generation Science Standards (NGSS) and its implications of being a curricular and pedagogical intervention in terms of narrowing the achievement gap in science education for Children of Color. In using the explanatory mixed methods design, standardized test data and one-on-one interviews were…
Descriptors: Achievement Gap, Science Achievement, Academic Standards, Science Education
Srividya Suresh – ProQuest LLC, 2021
A recent study in our research group found that social comparison concern (SCC) was a medium strength predictor of course grades while controlling for demographic factors and standardized test scores. Additionally, students belonging to underrepresented communities (women and Underrepresented ethnic minorities) had significantly higher SCC than…
Descriptors: Grades (Scholastic), Scores, Standardized Tests, Introductory Courses
Denise Robinson – ProQuest LLC, 2021
Before nursing graduates can practice as a registered nurse, they must successfully pass the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Low first-time pass rates on this high-stakes test can cause concern for multiple stakeholders including graduate nurses, nursing programs, health care organizations, and society. The…
Descriptors: Nurses, Licensing Examinations (Professions), Standardized Tests, Scores
J. Joy Esquierdo; Isela Almaguer – Journal of Latinos and Education, 2025
The U.S. population has become more racially and ethnically diverse over time. The Latinx population growth makes Spanish the most common language encountered in non-native English-speaking populations such as Texas. The research objective of this study was to examine if implementing a One-Way Dual Language Education (DLE) Program could result in…
Descriptors: Elementary School Students, Hispanic American Students, Bilingual Students, Standardized Tests
Paulina Contreras; Eduardo Santa Cruz; Jenny Assaél; Evelyn Palma; Natalia Albornoz; M. Beatriz Fernández; Jesús Redondo – Educational Assessment, Evaluation and Accountability, 2024
Accountability policies through standardized testing are widespread in diverse educational systems. Based on an ethnographic research study, we sought to understand how a learning assessment policy, used for over three decades in primary and lower secondary education, is lived and interpreted in daily school life in Chile. This article analyzes…
Descriptors: Educational Quality, School Effectiveness, Foreign Countries, Accountability
DeLaShell Harmon Thornton – ProQuest LLC, 2024
The purpose of this quantitative, ex post facto study was to determine the difference in students' LEAP ELA achievement scores in grades 3-5 based on the teacher's level of dyslexia knowledge. This study used the Phonological Deficit Theory (PDT) and the Criterion Referenced Assessment Theory (CRT) as its foundation. PDT describes the levels of…
Descriptors: Knowledge Level, Academic Achievement, Achievement Tests, English Instruction
Åsa Wengelin; Sanna Kraft; Fredrik Thurfjell; John Rack – Reading and Writing: An Interdisciplinary Journal, 2024
Spelling difficulties are commonly associated primarily with spelling errors. However, it is not uncommon for spelling challenges to transform the whole writing process into a formidable struggle. This paper delves into the exploration of whether and to what extent analyses of children's writing processes can enhance our understanding of their…
Descriptors: Writing Processes, Spelling, Error Correction, Spelling Instruction
Linh Tuyet Luu – Online Submission, 2024
Mathematical fact fluency, particularly in addition and subtraction, is crucial for students' success in later mathematical concepts and is often a focus of elementary education. Educators are exploring tools to enhance math fluency, such as Reflex Math, a digital program designed to accelerate students' fact fluency through adaptive learning…
Descriptors: Student Evaluation, Mathematics Skills, Mathematics Tests, Standardized Tests
Alicia A. Stoltenberg – ProQuest LLC, 2024
Multiple-select multiple-choice items, or multiple-choice items with more than one correct answer, are used to quickly assess content on standardized assessments. Because there are multiple keys to these item types, there are also multiple ways to score student responses to these items. The purpose of this study was to investigate how changing the…
Descriptors: Scoring, Evaluation Methods, Multiple Choice Tests, Standardized Tests
Siordia, Celestina; Kim, Kathy MinHye – TESOL Journal, 2022
Latinx students make up 77.8% of the English learner (EL) population in the United States (Department of Education, 2017). However, there is a subpopulation of Latinx ELs who are: English-dominant, born in the United States, and identified as long-term English learner (LTEL). ELs who are not reclassified after 6 or 7 years are categorized as LTEL…
Descriptors: Hispanic American Students, English Language Learners, Language Proficiency, Standardized Tests
Hershkovitz, Arnon; Tabach, Michal; Cohen, Anat – Journal of Educational Computing Research, 2022
In a large-scale quantitative study that adopted a learning analytics approach, we searched for associations between students' activity in a game-based online mathematics learning environment and their mathematics achievements on a national standardized test. Students were active in the environment throughout the school year, and particularly…
Descriptors: Electronic Learning, Learning Activities, Mathematics Achievement, Elementary School Students
Alelaimat, Ali Mustafa; Al-Dababneh, Kholoud Adeeb; Al-Zboon, Eman K. – Education 3-13, 2022
This study was conducted to determine the most common contemporary evaluation methods used by kindergarten teachers to assess kindergarten children. The study sample consisted of 527 kindergarten teachers. A scale was developed in order to achieve the study's purposes. The results indicated that the Teacher's Practices in the Evaluation Process…
Descriptors: Foreign Countries, Kindergarten, Preschool Children, Preschool Teachers
Paris, Joseph H.; Torsney, Benjamin; Fiorot, Sara; Pressimone Beckowski, Catherine – Journal of College Access, 2022
An increasing number of postsecondary institutions in the United States have introduced test-optional admissions policies primarily due to criticism of standardized admissions tests as potentially biased predictors of student success. However, the impact of the test-optional movement is largely unknown and continues to evolve amid the COVID-19…
Descriptors: College Admission, Admission Criteria, College Entrance Examinations, Standardized Tests
Parcerisa, Lluís; Pagès, Marcel; Termes, Andreu; Collet-Sabé, Jordi – Education Policy Analysis Archives, 2022
External and standardized assessments based on student results are a contested education policy among school actors. Movements of opposition have emerged in different countries, especially in those contexts with high-stakes accountability systems. However, this phenomenon has not been analyzed in soft accountability systems. The objective of this…
Descriptors: Student Evaluation, Standardized Tests, Educational Policy, Accountability
Gotch, Chad M.; Roduta Roberts, Mary – Educational Assessment, 2022
Individual-level score reports represent a common artifact in teacher-parent communication about standardized tests. Previous research has documented challenges in communicating student achievement. Researchers have also leveraged teachers in the process of score report design. Little is known, however, about teachers' experiences with using score…
Descriptors: Standardized Tests, Parent Teacher Cooperation, Parent Participation, Interpersonal Communication